Sentences with phrase «affective domains of»
His classification of educational objectives, Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain, published in 1956, addresses cognitive domain versus the psychomotor and affective domains of knowledge.
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The women were then asked to report their level of executive function across five domains: Organization and motivation for work; concentration and attention; alertness, effort and processing speed and managing affective interference, the tendency to overly focus on the emotion of a message; and working memory and recall.
Preliminary data show that all executive function domains, except managing affective interference, showed a significant reduction in severity of symptoms during active LDX treatment versus treatment with placebo.
Based upon their interviews, the researchers developed a taxonomy of 59 experiences organized into seven types, or «domains»: cognitive, perceptual, affective (i.e. emotions and moods), somatic (relating to the body), conative (i.e. motivation or will), sense of self and social.
The taxonomy of educational objectives: Affective and cognitive domains.
The purpose of KCA (Knowledge, Context, and Application) is to draw an analogy to Bloom's learning domains which are: Knowledge, Affective, and Psychomotor.
Ask the candidate what they know about Bloom's Learning Taxonomy and the 3 domains of learning; cognitive, affective, and psychomotor.
Thus, I nudge students to optimize those areas that afford development of their potential in the cognitive and affective domains.
An advantage of this type of design is that learners are immersed into a dangerous situation, but are not actually in danger which impacts the affective (emotional) as well as the cognitive domains of the learner.
The application of Bloom's taxonomy to football focuses on the understanding of this sport, not on practicing it, so it naturally focuses on the Cognitive and Affective domain, leaving the Psychomotor domain outside of the scope.
Critical pedagogy departs somewhat from constructivism, first in its emphasis on the affective - normative domain at the expense of the cognitive - empirical domain - it is more interested in engaging students in understanding the world as it ought to be than in how it is - and, second, in its acceptance of the hierarchical, judgmental classroom, where the teacher's role is not to facilitate value - free inquiry but instead to use the bully pulpit to preach doctrinaire gospel, with schools performing the function not of political socialization but of counter-socialization.
CCGM sets goals for changes in students» behavior, emotions, feelings, attitudes, values and beliefs, thus expanding public authority over private lives of students into the affective domain, which has never before been allowed in Alabama schools (p. 16)
Katie Garner - Hacking the Brain's Affective Domain for Easy Access to the Hard Letter Sound & Phonics Skills: Journey through the brain's backdoor to uncover alternative, neural routes for accelerated letter sound and phonics skill mastery, and take advantage of learning loopholes rooted in the brain's plasticity.
The learning activities that were suggested for gifted / enrichment students are problem - based, necessitating small group collaboration, research, discussion, empathy, design, scientific inquiry, debate, question of our civic community constructs and personal and community reflection, the affective domain.
The inclusion of the affective domain is also allowed in informal reflection; personally meaningfully topics and the resultant emotions attached to them are accepted as personal forms of expression.
As with development in other domains, mastery of early skills related to emotional development, such as affective regulation, impacts a child's ability to navigate future developmental challenges.
Children and adolescents displaying these interpersonal - affective features manifest a unique profile of impairments across social, cognitive, and emotional domains of functioning; and evidence more frequent, severe, and varied aggressive behavior [3].
Although parenting programs based on social learning models have been remarkably successful in assisting parents to change their children's behaviour and improve their relationships with their children, there is still a great deal to learn about how to promote concurrent change across the cognitive, affective and behavioural domains of parenting.
Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustment.52
While the literature supports the idea that parenting knowledge, competence and efficacy are not necessarily related, 4 the processes that underpin the development of discrepancies between the cognitive, affective and skills domains are unclear.
[jounal] Goldsmith, H.H. / 1987 / Attachment, temperament, and social referencing - interrelationship among three domains of infant affective behavior / Infant Behavior & Development 10 (2): 223 ~ 231
Subsequent research, based on latent class analysis, better disentangled this issue in three conceptually separated, but inter-correlated domains: an interpersonal domain, consisting of grandiose - manipulative traits; an affective domain, consisting of callous unemotional (CU) traits; and a behavioural domain, consisting of daring - impulsive traits [8].
One interpretation of the common associations between parental behavior and both EF and children's academic ability is that the quantity and quality of parental cognitive support and / or the affective quality of parent - child interactions could foster cognitive development in a range of domains (e.g., EF, early literacy and math ability).
Comorbidity of hyperactivity — impulsivity — inattention and conduct problems: Risk factors in social, affective, and academic domains
Thus, DSM oriented questionnaires have been developed during recent years with dimensions of affective, anxiety and conduct problems [8, 9] as well as broader dimensions of symptom domains such as internalised and externalised problems.